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Leading Learning – OUR Education Network




         www.oureducationnetwork.com
Too much innovation


“One of the most critical problems
our schools face is not resistance to
innovation but the
fragmentation, overload and
incoherence resulting from the
uncritical and uncoordinated
acceptance of too many different
innovations”
                 Fullan&Stiegelbauer, 1991
Effects on Achievement (Hattie, 2009)
25000




20000
        No. of Effects




15000




10000




5000




    0
Levels of Perspective (Daniel Kim)

       Vision
                          L
                          E
   Mental Models
                          V
                          E
Systems & Structures
                          R
                          A
Patterns of Behaviour     G
                          E
       Events
OUR Education Network, Varberg
The difference between leadership & management

          Vision


      Mental Models             Leadership


   Systems & Structures


   Patterns of Behaviour       Management

          Events
OUR Education Network, Varberg
OUR Education Network, Varberg
A vision is shared by the people who create it
Hogsnes School & Kindergarten, Tønsberg, Norway

Hogsnes school is a learning organisation. We share experiences and are working with things we
   are good at. We have a shared and living vision and are in a developing process, in which
   everybody is participating and is going in the same direction.

   We have an engaged, motivated staff who are willing to learn. We seek new understanding and
   knowledge. We have staff with positive values, humour and a glint in our eyes! We see
   possibilities and take challenges.

   We have a culture for giving feedback to each other, across the whole organisation. We see
   each other. We respect each other. We are good role models for the students. We collaborate
   positively with the parents and see them as an important resource.

   At Hogsnes School and Kindergarten the child is central. All children and students grow both
   socially and academically through individual learning plans with appropriate targets. We
   visualize and document results. The parents and children understand the progress that students
   are making, and understand the process of learning. The working environment motivates and
   energises staff and children. Children and staff support and strengthen each other. We build
   self-confidence and self esteem in our children and help them to be independent. Our students
   want to learn and collect evidence to show their progress. They use different learning
   strategies.
Your vision is the star by which you navigate
Teaching and Learning Vision

At RMGS we create critical, reflective and independent
   learners for life through a learning community which
   provides a secure and challenging environment.

  We believe deep learning is facilitated through outstanding
  teaching and occurs when all learners are actively engaged
  in a variety of tasks, taking responsibility for their own
  learning and progress, collaborating and thinking with
  shared expectations of success.

  At RMGS through innovative learning strategies and
  positive relationships our students enjoy learning and
  achieve their full potential.
Levels of Perspective (Daniel Kim)

       Vision
                          L
                          E
   Mental Models
                          V
                          E
Systems & Structures
                          R
                          A
Patterns of Behaviour     G
                          E
       Events
A mental model that gets in the way: praise, praise, praise



                                        Clever girl!
                                        Gifted musician
                                        Brilliant
                                        mathematician
                                        Bright boy

                                        Top of the class!
                                        By far the best
The effects of different types of praise

Mueller and
Dweck, 1998

In six studies, 7th
grade students
were given a
series of
nonverbal IQ
tests.
Mueller and Dweck, 1998

Intelligence praise
“Wow, that’s a really good score. You must be smart at this.”

Process praise
“Wow, that’s a really good score. You must have tried really
hard.”

Control-group praise
“Wow, that’s a really good score.”
Number of problems solved on a 3rd test


6.5


 6

                                      Effort Praise
5.5
                                      Control Praise

 5                                    Intelligence Praise


4.5
         Trial 1         Trial 3
Boys get 8 times more criticism than girls
We are positive, enthusiastic and show joy
We celebrate each other’s differences
We treat each other with respect
The impact of core values




Söderporten school, Norrköping

The school is extremely multi-cultural, with most children having recently
arrived in the country and speaking Swedish as a second language.

Our Core Values have helped to:

 Achieve in 2010 the best exam results since the national grading system
was introduced in Sweden in 1997

 The school´s video surveillance is being switched off in autumn 2010
OUR Education Network, Varberg

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OUR Education Network, Varberg

  • 1. Leading Learning – OUR Education Network www.oureducationnetwork.com
  • 2. Too much innovation “One of the most critical problems our schools face is not resistance to innovation but the fragmentation, overload and incoherence resulting from the uncritical and uncoordinated acceptance of too many different innovations” Fullan&Stiegelbauer, 1991
  • 3. Effects on Achievement (Hattie, 2009) 25000 20000 No. of Effects 15000 10000 5000 0
  • 4. Levels of Perspective (Daniel Kim) Vision L E Mental Models V E Systems & Structures R A Patterns of Behaviour G E Events
  • 6. The difference between leadership & management Vision Mental Models Leadership Systems & Structures Patterns of Behaviour Management Events
  • 9. A vision is shared by the people who create it
  • 10. Hogsnes School & Kindergarten, Tønsberg, Norway Hogsnes school is a learning organisation. We share experiences and are working with things we are good at. We have a shared and living vision and are in a developing process, in which everybody is participating and is going in the same direction. We have an engaged, motivated staff who are willing to learn. We seek new understanding and knowledge. We have staff with positive values, humour and a glint in our eyes! We see possibilities and take challenges. We have a culture for giving feedback to each other, across the whole organisation. We see each other. We respect each other. We are good role models for the students. We collaborate positively with the parents and see them as an important resource. At Hogsnes School and Kindergarten the child is central. All children and students grow both socially and academically through individual learning plans with appropriate targets. We visualize and document results. The parents and children understand the progress that students are making, and understand the process of learning. The working environment motivates and energises staff and children. Children and staff support and strengthen each other. We build self-confidence and self esteem in our children and help them to be independent. Our students want to learn and collect evidence to show their progress. They use different learning strategies.
  • 11. Your vision is the star by which you navigate
  • 12. Teaching and Learning Vision At RMGS we create critical, reflective and independent learners for life through a learning community which provides a secure and challenging environment. We believe deep learning is facilitated through outstanding teaching and occurs when all learners are actively engaged in a variety of tasks, taking responsibility for their own learning and progress, collaborating and thinking with shared expectations of success. At RMGS through innovative learning strategies and positive relationships our students enjoy learning and achieve their full potential.
  • 13. Levels of Perspective (Daniel Kim) Vision L E Mental Models V E Systems & Structures R A Patterns of Behaviour G E Events
  • 14. A mental model that gets in the way: praise, praise, praise Clever girl! Gifted musician Brilliant mathematician Bright boy Top of the class! By far the best
  • 15. The effects of different types of praise Mueller and Dweck, 1998 In six studies, 7th grade students were given a series of nonverbal IQ tests.
  • 16. Mueller and Dweck, 1998 Intelligence praise “Wow, that’s a really good score. You must be smart at this.” Process praise “Wow, that’s a really good score. You must have tried really hard.” Control-group praise “Wow, that’s a really good score.”
  • 17. Number of problems solved on a 3rd test 6.5 6 Effort Praise 5.5 Control Praise 5 Intelligence Praise 4.5 Trial 1 Trial 3
  • 18. Boys get 8 times more criticism than girls
  • 19. We are positive, enthusiastic and show joy
  • 20. We celebrate each other’s differences
  • 21. We treat each other with respect
  • 22. The impact of core values Söderporten school, Norrköping The school is extremely multi-cultural, with most children having recently arrived in the country and speaking Swedish as a second language. Our Core Values have helped to:  Achieve in 2010 the best exam results since the national grading system was introduced in Sweden in 1997  The school´s video surveillance is being switched off in autumn 2010